小学英语教学设计人教四上第五单元.pdf

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1、第 1 页 Unit Five Dinners ready 单元整体分析 本单元是义务教育灵通版pep小学英语教科书四年级上册第五单元。单元主题为 Dinners ready晚餐准备好了。主情景图通过学生及动物们在餐馆用餐情景展示本单元主题：表达用餐意愿，以及与主题相关核心词汇与句式。A 局部共三页，分三课时。第一课时为情景对话与练习局部。Lets talk 局部 Mike 与妈妈在进展有关用餐交流。引出句式:Whats for dinner What would you like Id like some.Dinners ready 等。并在对话中熟悉单词dinner,ready,soup，

2、并复习一些食物名称。Lets survey 是一个调查活动，调查同学们用餐意愿，从而操练重点句式，并复习相关食物类单词。第二课时为词汇学习课时，Lets learn 中以菜单形式介绍了食物名称词汇：beef,chicken,noodles,soup,vegetables,rice,fish,juice,milk,bread.以及询问他人用餐意愿句子：What would you like 及其答复。之后 Lets play 活动是学生利用食物单词卡片进展模拟点餐活动。第三课时为语音与字母学习课时，通过读一读，听一听，唱一唱；听一听、圈一圈；听一听，圈一圈，写一写三个活动，让学生学习元音字母 e

3、 在开音节中发音/i:/。B 局部共四页，分两课时。第一课时仍然呈现情景对话与练习。Lets talk中 Mike 到 John 家做客，以此来引出向别人发出用餐建议句式：Would you like some.及其答复：NO,thanks.Yes,please.之后 Lets play 活动以推荐特价菜方式来练习重点句式。第二课时以 John 与妈妈对话来学习新词汇：chopsticks,fork,knife,bowl,spoon,之后通过一个活动 Lets do 来进一步熟悉新授词汇。之后读写练习、听音判断、看一看并匹配练习以及歌曲都用来稳固练习本课重点词汇及句型，与 C 局部合为一个课时

4、。C 局部中 Zip 到餐馆点餐，却被鸟叼走了帐单，通过这样一个有趣故事来整合本单元重点词汇与重点句式。单元教学目标 知识目标：1.词汇：学生能够听、说、认读单词：beef,chicken,noodles,soup,vegetable,chopsticks,bowl,fork,knife,spoon 2.句型构造：能够听懂、会说、认读句型 Whats for dinner What would you like(for.)Id like some.please.Would you like.No,thanks.I can use.3.字母与语音：能够掌握字母 i 在开音节里发音，即/ju:/能

5、力目标 1.能够正确使用重点词汇来表达用餐意愿或餐具使用情况 2.能够在有意义语境中抄写上述话题词汇 第 2 页 3.能够在真实或模拟情景中运用句型 What would you like(for.)Id like.征求并表达用餐意愿 4.Help yourself.Would you like some.Yes,please.No,thanks.I can use.提出用餐及餐具使用建议，并做出恰当回应。5.能够读出符合开音节发音规那么含有字母 i 单词；并能根据发音拼写出符其发音规那么单词 情感态度、学习策略、文化意识目标 1.了解用餐礼仪，能够对用餐建议作出恰当反响 2.初步了解中西方餐

6、饮文化差异 3.能够根据-e 发音规那么拼读单词，并能够根据-e-与-e 发音规那么拼写单词 教学重难点 教学重点 1.能够听、说、认读单词：beef,chicken,noodles,soup,vegetable,chopsticks,bowl,fork,knife,spoon 2.能够听懂、会说句型 Whats for dinner What would you like(for.)Id like some.please.Would you like.No,thanks.I can use.3.能够正确使用重点词汇来表达用餐意愿或餐具使用情况 4.能够掌握字母 i 在开音节里发音，即/i:/

7、教学难点 1.能够在真实或模拟情景中运用句型 What would you like(for.)Id like.征求并表达用餐意愿 2.能够认读并在情景中运用句型 Help yourself.Would you like some.Yes,please.No,thanks.I can use.提出用餐及餐具使用建议，并做出恰当回应。3.能够在有意义语境中抄写话题词汇 4.能够根据 i 在开音节里发音规那么拼读单词，并能够根据其发音规那么拼写单词 教学方法 情景创设法、游戏教学法、多媒体辅助教学法、TPR、小组合作学习法 教学时间 本单元教学用时两周，建议使用六课时完成教学任务 第一课时：A.L

8、ets talk.Lets survey 第二课时：A.Lets learn.Lets play 第三课时：A.Lets spell.第四课时：B.Lets talk.Lets play 第 3 页 第五课时：B.Lets learn.Lets do 第六课时：C.Story time.B.Read and write.Lets check.Lets sing.知识视窗 西方餐具摆放及使用 正宗传统西餐餐具应该是金属制，分为金餐具、银餐具与钢餐具。一般规格越高，餐具也就越好。西方餐具主要包括餐刀、餐叉与餐勺。西餐中餐刀主要有三种，一种是切肉牛排刀，锯齿比拟明显，一种是正餐刀，巨具不明显或干脆没

9、有，主要用来配合餐叉切割一些蔬菜或水果等食品。第三种是取黄油用黄油刀，这种刀比拟小一些，一般放在黄油盘或者面包盘里。牛排刀与正餐刀一般平行竖放在正餐盘右侧。牛排先上话，那么牛排刀放在正餐刀右侧。如果是正餐先于牛排上话，那么把正餐刀放在牛排刀右侧。餐叉在西餐中也有很多种，最常见常用那么是沙拉叉、正餐叉与水果叉。水果叉是其中最小一个，一般横放在正餐盘上方，主要用来吃水果或者是甜品。沙拉叉个头居中，主要用来吃沙拉与冷拼。正餐叉是最大，用来与局正餐热菜。餐勺最常见也有三种，一是正餐勺，勺是椭圆形，主要在吃正餐或者主食时候，起到辅助餐叉作用。一种是汤勺，一般是圆头，主要用来喝汤。这两川勺子一般平行竖放在

10、餐刀右侧，汤勺要放在正餐勺外边。还有一种甜勺，要比前两种勺小，一般平放在正餐盘上方，主要用来吃甜品。英式用餐具方法是右手拿刀，左手拿叉，要注意保持叉齿向下。左手叉负责把食物送入口中，右手持餐刀那么负责切开菜或者将菜推到叉前上。要注意是，每吃完一口再切一次。也就是切一块儿，吃一块儿，不要将食物一次性切完。美式刀叉用法相比照拟复杂。切菜时右手持刀，左手持叉，叉齿向下。这跟英式拿法一样。但切完之后，就把右手刀平放到餐盘顶端，然后把叉子从左手换到右手，叉齿向上，把切好食品送入口中。美式可以先将所有菜都切好，然后把餐叉倒到右手后再慢慢用餐。第一课时 课时内容 A.Lets talk；Lets surve

11、y 课时分析 在 Lets talk 局部，Mike 告诉妈妈他饿了，问妈妈正餐都吃些什么。妈妈那么问他打算吃些什么。他告诉妈妈想要吃汤与面包。爸爸那么告诉妈妈想吃鱼与蔬菜。妈妈按照他们需求准备好了晚餐。两个人都非常开心地表示感谢。在这个对话过程中，展示了如何询问他人用餐意愿句式;What would you like 及What would you like for dinner 以及如何回应：Id like some soup and bread,please.以及句式：Whats for dinner Dinners ready.在故事情境中，这些句子都比拟好理解。因此要为学生创设相应情

12、境，让他们能够在真实或第 4 页 虚拟语境中理解并使用语言，从而掌握所学知识，提高自己口语表达能力。Lets survey 是个在同学间进展调查活动。学生需要调查同组或同班同学用餐意愿，并记录下来。在调查过程中，学生要不断地使用我们目标语言，到达操练语言，使用语言目。课时目标 1.能够听懂、会说句型：What would you like(for.)Id like some.,please.2.能够听懂、会说以下词汇：dinner,soup,vegetables,ready 3.能够听懂、会读对话，并能分角色表演。4.能够在真实或模拟情景中正确使用句型 What would you like

13、Id like.来征求并表达用餐意愿 5.了解中西方饮食文化差异 课时重难点 能够听懂、会说句型：What would you like(for.)Id like some.,please.能够听懂并使用词汇：dinner,soup,vegetables,ready 能够听懂、会读对话，并能分角色表演 2.难点 能够在真实或模拟情景中正确使用句型 What would you like Id like.来征求并表达用餐意愿 教学准备 1.多媒体课件、录音机、磁带 2.食物单词图片 教学过程 Step 1 Warm up 1.播放歌曲：Its time for lunch.学生认真倾听。Teac

14、her:Boys and girls,are you ready for our English class First lets listen to a song.Listen carefully,please.Its time for lunch.I want to eat.Noodles and rice,a special treat.Its time for lunch,I want to eat,noodles and rice,a special treat.Teacher:Can you try to sing with it 设计意图：以歌曲热身可以快速吸引学生注意力，营造良

15、好英语课堂气氛。同时，帮助学生复习与食物相关知识，为下一步学习做好准备。Step 2 Lead in 1.出示食物图片，请学生说出其名称。Teacher:Whats this Yes,its bread.Whats this Its juice.What 第 5 页 about this one Its soup.板书单词Read after me,please.Do you like soup And look,whats this This is a cucumber.This is a tomato.This is a potato.They are vegetables.Read af

16、ter me,vegetables.板书单词Do you like vegetables Whats this its rice.Whats this Its fish.They are food.设计意图：衔接歌曲，出示食物图片。通过图片，使学生明白新授食物名称。Step 3 Presentation 1.提出问题，引起学生阅读兴趣，呈现对话内容。Teacher：Look at the food.Are you hungry Do you want to eat Mike is hungry.What would he like Lets listen and find.2.播放对话录音，学

17、生找出答案。听完录音后，请学生说出自己答案。Teacher:Answer the question,please.What would Mike like That means what Mike wants to eat.He would like.Yes,He would like some soup and bread.设计意图：通过提问引起学生阅读兴趣，并使学生带着问题认真倾听课文内容。3.谈论对话内容，帮助学生深入理解对话。Teacher：What would Mikes dad like for dinner He would like.Yes,some fish and vege

18、tables.What does Mikes mother do She is ready for the dinner.She makes dinner for Mike and Mikes father.When do we have dinner Sometimes its in the afternoon.Sometimes its in the evening.Most of us have dinner in the evening.That means the supper.Dinner is the biggest meal in a day.Read after me,din

19、ner.设计意图：通过深入讨论对话内容，帮助学生理解新授单词意思及对往右主要内容。Step 4 Practice 1.再次播放课文录音。学生跟读课文。Teacher:Boys and girls,lets read the dialogue after the tape.Please listen carefully,read carefully.2.学生自由读课文，教师巡视，帮助学生解决读音上问题。Teacher：Now please read the text freely.If you have any questions,please show me your hand and ask

20、 me.3.学生分角色朗读课文。Teacher:Now,who wants to be Mike Who wants to be Mikes Mum Who wants to be Mikes dad Lets read it in roles.4.请学生戴上头饰来扮演对话角色，表演对话。第 6 页 Teacher:Now well find the best actor or actress.Please come to the front and show the dialogue.设计意图：通过以上四个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式读与表演活动中，使学

21、生逐步理解并掌握本课重点句型，为其到达熟练表达奠定根底。5.出示不同食物图片，请学生针对图片进展交流。Teacher:What are these Say it quickly.Teacher:What would you like Teacher:Do a pair work.Ask and answer,please.What would you like I would like or Id like.板书答句 Teacher:Which pair wants to show your dialogue 设计意图：展示食物图片，为学生对话提供语料支撑。然后通过教师示范，师生示范，再到生生

22、练习，逐步引导学生熟悉重点句式。6.小组活动：调查你同组同学用餐意愿，并形成表格。Teacher：Lets survey.Look at this chart.Ask your members of the group and fill in the blanks.Teacher:Which group wants to show your chart Can you talk about it 设计意图：在进展调查活动时，为了完成调查任务，学生不得不一次又一次地使用学习到语言进展交流。从而到达在“用中学作用。Step 5 Summary 1.请学生谈一谈自己眼中中西餐不同。Teacher：W

23、hat would you like for dinner What does Mike like for dinner Are they the same What do you know about these differences Can you say something about it 设计意图：请学生思考并发现中西餐饮食中不同。可以适当使用汉语。教师进展有必要补充，使其了解中西方饮食文化不同。课堂作业 一、根据图片选出正确单词。()1.A.soup B.milk()2.A.vegetables B.fruit()3.A.rice B.fish 二、为以下问句选择正确答句。()1

24、.Whats for dinner A.Fish and vegetables.B.Dinners ready.()2 What would you like 第 7 页 A.Id like some rice.B.Im hungry.()3.Is she in the kitchen A.No,it isnt.B.Yes,she is.三、连词成句。1.would What like for you dinner()_ 2.for What is dinner (.)_ 3.some soup Id and like bread please(,)(.)_ 答案：一、1.A 2.A 3.B

25、二、1.A 2.A 3.B 三、1.What would you like for dinner 2.What is for dinner 3.Id like some soup and bread,please.板书设计 Unit Five Dinners ready A.Lets talk soup vegetables Whats for dinner What would you like for dinner Id like some.第二课时 课时内容 A.Lets learn;Lets play 课时分析 在 Lets learn 局部，Zoom 与 Zip 在玩点餐游戏。教材中

26、展示了一本大大菜单Menu，Zip 在问 Zoom 想要什么，Zoom 想要一些蔬菜，Zip 根据菜单中标出食物价格收费。在菜单上标出了以下食物名称：beef,chicken,noodles,soup,vegetables,rice,fish,juice,milk,bread。其中前五个为本单元要求掌握单词。后边五个是学生已经掌握单词。学习本课时，可以设定餐馆点餐场景，让学生在虚拟情景中学习、操练重点单词与句式。Lets play 也是个模拟点餐活动。学生利用各种食物图片进展模拟点餐活动。在点餐过程中练习句式：What would you like Id like some.本课时要为学生创设

27、相关情境，让学生在情境中感受、理解、操练、掌握重点知识。第 8 页 课时目标 1.能够听懂、会说、认读单词：beef,chicken,noodles,soup,vegetable 2.能够在真实或虚拟情景中听懂、会说、认读句式：What would you like Id like some.,please.3.能够利用所学知识进展简单点餐活动 课时重难点 能够听懂、会说、认读单词：beef,chicken,noodles,soup,vegetable 能够在真实或虚拟情景中听懂、会说、使用句式 What would you like Id like some.,please.来征求他人用餐意

28、愿，并进展恰当回应 2.难点：能够利用所学知识进展简单点餐活动 教学准备 1.多媒体课件、录音机、磁带 2.食物单词卡片、自制菜单 教学过程 Step 1 Warm up 1.呈现韵句：Whats for dinner 学生先倾听，再跟唱，最后齐唱。Teacher:Lets chant.Listen to me first.Its time for dinner.What would you like Id like fish,Id like rice.Id like some juice,please.Its time for dinner.What would you like Id li

29、ke eggs,Id like bread,Id like some milk,please.Teacher:Now please chant with me.Let s chant together.设计意图：以韵句来营造良好英语学习气氛，带着学习集中注意力开启英语学习。同时，以韵句内容来熟悉、回忆有关食物词汇与句式。，为接下来学习做好知识与心理双重准备。Step 2 Lead in 1.播放餐厅图片，为学生创设餐厅情境，在情境中引出本课要学习内容。Teacher：Look at the picture.Its a restaurant.Lets go to the restaurant.L

30、ets eat!2.展示餐厅菜单，来呈现餐馆里食物与价格。Teacher：Lets look at the menu of the restaurant.What does the restaurant have 学生观察菜单上图片，说出相应食物类单词 设计意图：创设情境，利用餐馆这个环境来引出本课重点知识。用菜单这一餐馆中常见与重要物品来引出食物类词汇。帮助学生为接下来学习做好词汇积累工作。第 9 页 Step 3 Presentation 1.引起阅读兴趣，播放课文录音或视频。Teacher：Oh,look,Zoom and Zip are in this restaurant.What

31、would they like Lets watch and find.学生带问题认真倾听录音内容，然后尝试答复。Teacher:Now show me you answer.What would Zoom like Yes,Zoom would like some vegetables.How much are the vegetables Yes,five yuan.设计意图：引导学生带着问题去听录音，培养其认真倾听且在倾听中关注重要信息能力。2.再次播放课文内容，学生跟读。Teacher：Listen to the text again and read with it.设计意图：跟读，

32、以掌握正确读音 3.根据菜单内容讨论，讲授新单词。Teacher：Look at the menu.Whats this Yes,its beef.(板书单词)Its from an ox.Do you like beef How much is it Teacher:Is this beef No,it isnt.Its chicken.板书单词Do you like chicken You can eat chicken in the KFC.Teacher:Whats this Its soup.板书单词Do you like soup Teacher：Look at this.Can

33、I say whats this No.I should say what are these What are these Yes,they are noodles.板书单词Do you like noodles How much are they Teacher:What are these You know them,right They are vegetables.(板书单词)How much are they Five yuan.Yes.设计意图：通过观察菜单讲授新单词。Step 4 Practice 1.出示食物图片，请学生根据图片展示食物来完成对话。Teacher：What w

34、ould you like Please answer with the food on the picture.Whats this Yes,its rice.So you should say Id like some rice.Look at next one.What would you like Yes,youd like some vegetables.What would you like.设计意图：通过这种活动来帮助学生将食物单词字音与字义结合起来。2.猜出教师想要点餐。Teacher：What would I like Please guess.Its five yuan.W

35、hat is it Its ten yuan.What is it 设计意图：说出价格，让学生猜出食物名称。使学生将食物与价格建立起联系，为其之后对话编制做好准备。第 10 页 3.出示食物图片一局部，请学生猜出食物名称，并进展问答。Teacher：Oh，this menu is dirty.Whats the food Can you guess and say What would you like 指向其中一个，让学生尝试答复Good.4.小组合作，完成点餐活动。Teacher：You know the restaurant well and you know how much they

36、 are.Now lets play.Please make a dialogue in groups.One of you can be the waiter or waitress in the restaurant.Others go to the restaurant and order.Teacher:You can talk in group to practice your dialogue.教师巡视，帮助学生解决编制对话时困难与问题 Teacher：Show me your story,please.Lets find the best group.设计意图：请学生以点餐方式来

37、进展对话练习。教师提供语言架构支持，使他们在情境下进展比拟流畅对话，帮助他们提高口语表达能力。Step 5 Summary 1.再次呈现韵句：Whats for dinner 学生齐唱。Teacher:Lets chant together.Its time for dinner.What would you like Id like fish,Id like rice.Id like some juice,please.Its time for dinner.What would you like Id like eggs,Id like bread,Id like some milk,pl

38、ease.Its time for dinner.What would you like Id like beef Id like chicken,Id like some soup,please.Its time for dinner.What would you like Id like fish,Id like vegetables,Id like some noodles.please.设计意图：将本课新学单词编制到热身局部韵句之后，让学生在再一次吟唱韵句时复习总结本课重点词汇与重点句式。课堂作业 一、根据单词选择正确图片。()1.beef A.B.()2.soup A.B.()3.c

39、hicken A.B.()4.vegetables A.B.二、判断以下句子与图片是T否F相符。()1.What would you like Id like some noodles.()2.What would you like 第 11 页 Id like some fish.()3.What would you like Id like some vegetables.()4.What would you like Id like some bread.三、读对话，判断正T误F。Tom:Im hungry.Jim:Im hungry,too.Whats for dinner Mum:W

40、hat would you like Tom:Id like some beef and milk,please.Jim:Id like some fish and vegetables.Mum:I have beef and vegetables.But I dont have fish.Jim:Oh,Id like some beef and vegetables,please.Mum:Ok.Id like some vegetables and milk.Mum:Dinners ready.Jim and Tom:Thank you,mum.()1.Tom and Jim are hun

41、gry.()2.Jim has some fish and vegetables for dinner.()3.Jim would like some beef and milk for dinner.()4.Tom would like some beef and milk for dinner.()5.Mum would like some beef and milk.答案：一、1.A 2.A 3.A 4.B 二、1.T 2.F 3.T 4.T 三、1.T 2.F 3.F 4.T 5.F 板书设计 Unit Five Dinners ready A.Lets learn soup vege

42、tables beef chicken noodles What would like Id like some.,please.第三课时 课时内容 A.Lets spell 课时分析 本局部分为语音学习与单词书写两局部内容。通过听一听，读一读，唱一唱第 12 页 活动，让学生通过听、读、拆音等练习体会并掌握字母 i 在单词中发音，本课时主要学习其在开音节里发双元音/i:/。本活动中呈现韵句为：He and she,She and he,Lets play together.He,she and me.He and she,She and he,We all play together.韵句中

43、呈现含有 i 开音节词汇：he,she,we,me 同时在教材中以图片形式呈现了这四个语音例词。学生通过这些语音例词以及韵句诵读，来感受并掌握字母 e 在开音节里发音。之后读一读，听一听并判断活动，让学生区分 e在开音节与闭音节中发音不同，将单词读音与字形结合起来，进一步训练学生听音辨音能力。听一听，圈一圈，写一写活动学生需要判断字母 e 在本单词中发音规那么，圈出相应代表字母，并写出单词。这个活动帮助学生进一步掌握拼读规那么，并根据拼读规那么拼写出单词。在教学过程中，需要通过多种活动，使学生自己发现、感悟字母发音规律。课时目标 1.能够感知并归纳字母 e 在开音节(-e 构造)及闭音节-e-

44、中发音规那么 2.能够读出符合-e 与-e-发音规那么单词 3.能够根据单词读音拼写出符合发音规那么单词 课时重难点 能够感知并归纳字母 e 在开音节(-e 构造)及闭音节-e-中发音规那么 能够读出符合-e 与-e-发音规那么单词 2.难点：能够根据单词读音拼写出符合发音规那么单词 教学准备 1.多媒体课件、录音机、磁带 2.语音例词单词卡、学生准备家人或朋友照片 教学过程 Step 1 Warm up 1.播放第三单元 B 中 chant:Tim is my friend.学生齐唱。Teacher：Lets chant together.Tim is my friend.Hes a goo

45、d,good boy.Hes tall and thin.Hes a good,good boy.设计意图：本课语音例词为人称代词，因此以第三单元中韵句来热身，既营造良好英语学习气氛，又引出本课语音例词。Step 2 Lead in 1.出示教材中人物图片，询问其身份，引出语音例词。Teacher:Look at this pictured.Who is he Yes,he is Mike.Who is she 第 13 页 Yes,she is Amy.板书单词 he,sheSay with me,please.2.展示自己家人图片，向学生介绍自己家人。Teacher:Look,he is

46、my father.She is my mother.They love me.I love them.We are a happy family.展示自己朋友图片，向学生介绍自己朋友。Teacher:They are my friends.He is my friend Jason.She is my friend Lily.They often play with me.We are good friends.(板书单词 me,we)设计意图：通过介绍自己家人与朋友，完整出示本课所有语音例词。同时，人称代词使用也是学生比拟容易出问题内容。通过这样介绍，使学生能够区分清楚，正确使用这些词汇。

47、Step 3 Presentation 1.播放语音韵句。学生先认真倾听。然后再跟读。Teacher：Look at these words on the blackboard.Can you read them Now,lets listen to a chant about these words.Listen carefully.Teacher:Listen to the chant again.Now,lets say the chant after it.2.学生自由说韵句，以自己方式来打节奏。Teacher:Now,say the chant freely.You can say

48、it with your partner.And you can clap your hands to say it.3.表演韵句。Teacher：Now lets act the chant together.设计意图：学生先倾听韵句，初步感受韵句内容。然后跟读，获取正确语音。自由读可以使学生以自己喜欢方式操练韵句，以到达熟练说韵句目。4.引导学生发现字母发音规那么。Teacher：Look at these words on the blackboard.What can you find Yes,there is an e in each word.What is the sound o

49、f the e Lets read and find.与学生一起慢慢读每一个语音例词What is the sound Yes,its/i:/.Look at my mouth and say with me.设计意图：通过拼读，让学生自己发现字母发音规那么，再模仿口型，获得发音正确方式。Step 4 Practice 1.看口型，猜单词。教师说出语音例词中一个，但不出声，学生通过观察教师口型，猜出单词，并大声读出来。Teacher:Boys and girls,lets play a game.I will say a word.Look at my mouth carefully.Gues

50、s what word it is.And try to say it loudly.设计意图：通过观察教师口型来猜单词，有助于学生感受字母在单词发音，以及字母 u 发音方法。第 14 页 2.听一听，举一举。学生听教师说出语音例词，举起相应单词卡片。Teacher:Look at these word cards.Whats this Whats this What about this You are right.Get the card,please.Teacher:The students who got the word card please come to the front.I